Question 1

Because the client determines what is useful to him/her, it is important to solicit feedback from them about the impact and success of treatment - or the lack of it.

Accepted Answer

A) True 
 B)False  True

Question 2

What is the term used to describe an encouraging, stimulating, and motivating paradoxical intervention intended to dislodge a client from counterproductive activity by encouraging them to practice it and become better at it but for benign purposes?

Accepted Answer

A)   practice
B)   homework
C)   benign redirection
D)   injunctive encouragement A

Question 3

When a paradoxical intervention is presented to a client, the presence of two contradictory statements, combined with an element of truth, can produce ______________.

Accepted Answer

A)   frustration
B)   first order change
C)   bewilderment
D)   second order of change D

Question 4

What is the term used to describe an encouraging, stimulating, and motivating paradoxical intervention intended to have a client walk a therapist through the processes and the logic underlying what others have often defined as problematic?

Accepted Answer

A)   the Columbo approach
B)   naïve collaboration
C)   pedagogism
D)   pattern identification

Question 5

Practitioners in the earlier stages of development (stages 1 and 2) frequently encounter difficulty with encouraging, stimulating, and motivating paradoxical interventions because they often contravene _________________.

Accepted Answer

A)   the client's perceptions of how a therapist should be
B)   more linear notions of what it means to be a "helper"
C)   the client-centered approaches typically taught in schools
D)   the demands of modern brief therapies

Question 6

Which of the following situations is not ideal for using the paradoxical intervention designed to reconstruct and "reframe" problematic behavior in a way that reveals its prosocial dimension?

Accepted Answer

A)   making sense of negative emotions
B)   redefining problematic behavior
C)   working with reluctant and resigned precontemplators
D)   when change produces fear and reversion to "old ways"
E)   none of the above

Question 7

Which of the following situations is not ideal for using the paradoxical intervention designed to have a client walk a therapist through the processes and the logic underlying what others have often defined as problematic?

Accepted Answer

A)   defiant clients
B)   victims of difficult life circumstances
C)   adolescents
D)   contemplators
E)   mandated clients

Question 8

Paradoxical interventions, at their most effective, are able to replace the necessity of "working through" issues that a client brings to therapy.

Accepted Answer

A) True 
 B)False

Question 9

Inviting a client to practice a problematic behavior encourages them to practice under the direction of the therapist, which makes it a cooperative act and in harmony with the therapist; refusal results in relinquishing some of the maladaptive symptoms.

Accepted Answer

A) True 
 B)False

Question 10

What is the term used for the kind of encouraging, stimulating, and motivating paradoxical intervention designed to reconstruct and "reframe" problematic behavior in a way that reveals its prosocial dimension?

Accepted Answer

A)   prosocial reiteration
B)   prosocial deconstruction
C)   prosocial redefinition
D)   prosocial reconstruction

Question 11

Nonlinear listening for congruence is a key factor in identifying client situations that would most benefit from a an encouraging, stimulating, and motivating paradoxical intervention.

Accepted Answer

A) True 
 B)False

Question 12

Using an encouraging, stimulating, and motivating paradoxical intervention represents the therapist's attempts to ____________ the client's defensive and rigid perception of the situation and their behavior, in order to _________________.

Accepted Answer

A)   "subvert"; trick them into action
B)   "disturb"; mobilize un-accessed resources
C)   "assuage"; find unexplored solution
D)   "highlight"; make the unconscious, conscious

Question 13

The paradox of Schrödinger's cat involves the possibility that the cat in the sealed box is both alive and dead at the same time; any conclusions made at that moment are based on ________________.

Accepted Answer

A)   whichever reality you choose at that moment
B)   deductive reasoning
C)   inductive reasoning
D)   the reality that a specific state exists whether you realize it or not

Question 14

The nonlinear component of using an encouraging, stimulating, and motivating paradoxical intervention, is that it alters a symptom or complaint so that it no longer __________________.

Accepted Answer

A)   presents a significant impact on client functioning
B)   depresses or discourages clients
C)   remains a focal point for treatment
D)   has the negative impact on treatment it previously had

Question 15

___________ represent a class of nonlinear paradoxical interventions designed to encourage, stimulate, and mobilize clients who, as a result of their experience of ambivalence (i.e. dilemma), have either become immobilized or are endlessly vacillating despite their best efforts.

Accepted Answer

A)   Motivators
B)   Pushers
C)   Energizers
D)   Mobilizers

Exam 4: The Domain of Assessment: Clients Symptoms, Stages of Change, Needs, Strengths, and Resources

Because the client determines what is useful to him/her, it is important to solicit feedback from them about the impact and success of treatment - or the lack of it.

What is the term used to describe an encouraging, stimulating, and motivating paradoxical intervention intended to dislodge a client from counterproductive activity by encouraging them to practice it and become better at it but for benign purposes?

When a paradoxical intervention is presented to a client, the presence of two contradictory statements, combined with an element of truth, can produce ______________.

What is the term used to describe an encouraging, stimulating, and motivating paradoxical intervention intended to have a client walk a therapist through the processes and the logic underlying what others have often defined as problematic?

Practitioners in the earlier stages of development (stages 1 and 2) frequently encounter difficulty with encouraging, stimulating, and motivating paradoxical interventions because they often contravene _________________.

Which of the following situations is not ideal for using the paradoxical intervention designed to reconstruct and "reframe" problematic behavior in a way that reveals its prosocial dimension?

Which of the following situations is not ideal for using the paradoxical intervention designed to have a client walk a therapist through the processes and the logic underlying what others have often defined as problematic?

Paradoxical interventions, at their most effective, are able to replace the necessity of "working through" issues that a client brings to therapy.

Inviting a client to practice a problematic behavior encourages them to practice under the direction of the therapist, which makes it a cooperative act and in harmony with the therapist; refusal results in relinquishing some of the maladaptive symptoms.

What is the term used for the kind of encouraging, stimulating, and motivating paradoxical intervention designed to reconstruct and "reframe" problematic behavior in a way that reveals its prosocial dimension?

Nonlinear listening for congruence is a key factor in identifying client situations that would most benefit from a an encouraging, stimulating, and motivating paradoxical intervention.

Using an encouraging, stimulating, and motivating paradoxical intervention represents the therapist's attempts to the client's defensive and rigid perception of the situation and their behavior, in order to _____.

The paradox of Schrödinger's cat involves the possibility that the cat in the sealed box is both alive and dead at the same time; any conclusions made at that moment are based on ________________.

The nonlinear component of using an encouraging, stimulating, and motivating paradoxical intervention, is that it alters a symptom or complaint so that it no longer __________________.

___________ represent a class of nonlinear paradoxical interventions designed to encourage, stimulate, and mobilize clients who, as a result of their experience of ambivalence (i.e. dilemma) , have either become immobilized or are endlessly vacillating despite their best efforts.